Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education
Abstract
This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.
Reference
Perkins, M. (2013). Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education, 36(3), 293-306.
Journal
European Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
12
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
‘What conceptions of the teaching of reading do student teachers hold?’
Is this research question explicit from the manuscript? Yes